Investigating the Role of Self-Reflection Among Integrated Reading and Writing Instructors

This multiple-case study sought to understand how and why novice, experienced, and expert integrated reading and writing (INRW) instructors in developmental education (DE) in Texas engaged in self-reflection. Using Flavell’s (1979) model of metacognitive monitoring as a theoretical framework, this research explores the layered complexities of self-reflective teaching practices. The study recruited INRW instructors from 2- and 4-year colleges in Texas through surveys and categorized participants into three focus groups based on teaching experience. This study aimed to capture participant perspectives to develop a nuanced understanding of self-reflection in teaching and its role in improving instructional methods. Data analysis utilized coding cycles to identify themes, with a cross-case analysis comparing differences across expertise levels. Findings indicate that self-reflection is a dynamic and evolving practice, with variations in engagement based on teaching experience. Novice instructors primarily engaged in self-reflection as a means of building confidence and improving classroom management, while experienced instructors used reflection to refine pedagogical strategies and adapt to student needs. Expert instructors demonstrated a more metacognitive approach, integrating self-reflection into their teaching philosophy and using it to mentor others. Across all levels, challenges such as time constraints and institutional expectations influenced reflective practices. The study highlights the role of self-reflection in bridging the gap between teaching intent and outcomes which emphasizes its importance in professional growth and student success. These findings have implications for educator training and suggests the need for structured support to develop reflective practices at all career stages.

Author dc:creator

• Crawford, Allie

Contributors dc:contributor

• Paulson, Eric J.
• Holschuh, Jodi
• Summers, Emily J.
• Williams, Jeanine L.

• self-reflection
• IRW
• INRW
• postsecondary
• multiple-case study
• colleges
• teachers
• teaching

Language dc:language

en

Identifier

Crawford, A. (2025). Investigating the role of self-reflection among integrated reading and writing instructors. [Doctoral dissertation, Texas State University].

OAI identifier oai:identifier

oai:tdl-ir.tdl.org:10877/20780